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Are autonomy, competence, and relatedness all important predictors of motivation among dragon boaters? Yes, competence, relatedness, and autonomy all predict motivation. Competence and relatedness were the strongest predictors, supporting the hypothesis that feeling socially connected with others is an important predictor of motivation in dragon boat. Age and gender were also predictors, with women and older participants tending to have more selfdetermined motivation for dragon boat. These findings suggest that feeling socially connected to others is an important contributor to motivation for dragon boat. How do autonomy, competence, relatedness, and motivation link to outcomes such as emotions and behaviour of dragon boaters? Autonomy, competence, relatedness, and self-determined motivation predict positive and negative affect (emotions), but only competence perceptions predict physical self-worth and physical activity. This means that people who feel that they have more choice and power over their dragon boat decisions, feel that they are good at dragon boat, feel that they have meaningful social connections to others in their dragon boat group, and participate for self-determined reasons (e.g., because they like doing the activity itself, or because it is important to them) have more positive and less negative experiences in dragon boat. However, feeling that they are good at dragon boating was the only thing that contributed to having positive perceptions of themselves physically, and being more physically active overall. These findings suggest that people who score higher on autonomy, competence, relatedness, and self-determined motivation tend to have more positive experiences in dragon boat, and that those who feel that they are good at dragon boat feel better about themselves physically and are more physically active. Major conclusions: Social relationships play an important role in motivation for dragon boating among adults. More positive social relationships are associated with better motivational profiles, more positive experiences, and more physical activity among participants.
Study 2 Study 2 examined (1) whether having a coach use more cooperative types of activities in practice as opposed to more individually focused activities contributes to more positive social relationships, motivation, and outcomes among dragon boaters; and (2) whether changes in relatedness predict changes in self-determined motivation. Participants 210 adults from 12 different dragon boat teams and their 14 coaches Age: 19-66 (average = 32.08) Gender: 60% male Ethnicity: predominantly Asian (58%) and Caucasian (36%) Education: 95% had at least some post-secondary education Socioeconomic Status: Average income of 4% below the provincial median (approx. $21,120) Average length of time in dragon boat: 4.81 years (SD = 3.96) Average length of time on their current team: 2.74 years (SD = 2.73) Average # practices per week: 2.30 (SD = .57) Average # months per year practicing: 7.68 (SD = 1.41) Procedures Coaches were contacted and provided with information about the study. Coaches who consented to participate had their teams randomly assigned to the cooperative or individualistic learning condition by the researcher flipping a coin. The researcher met with the team to explain the study, distribute consent forms, and answer questions. Approximately 1 week later, the researcher met with the team again so that those paddlers who volunteered to participate could complete the time 1 questionnaire. Coaches were then trained to carry out the learning condition assigned to their team. Coaches then used those procedures with their teams during practices for eight weeks. Details of the cooperative and individualistic procedures can be obtained upon request from the researcher (contact information is provided at the end of the report), but essentially the cooperative condition involved activities and drills that required interaction and communication among team members, while the individualistic condition involved activities and drills that had paddlers work independently and focus on their own needs and technique. At the end of the eight weeks, paddlers completed a second questionnaire.
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Page 3: Study 1 Study 1 addressed the first
Page 7: Acknowledgements Thanks to the many

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